How to create content for the IB curriculum

The following is a great video on creating content for the IB curriculum:

IB DP Mathematics: FAQs on the 2019 syllabus (Part 3/3)

Jennifer Chang-Wathall, co-author of Oxford's IB Diploma Mathematics: applications and interpretation and analysis and approaches Course Books, answers some of the frequently asked questions around the 2019 DP Mathematics syllabus. In the final installment of this FAQ series, Jennifer discusses how to ensure vertical alignment from MYP to DP in terms of concepts. To explore and evaluate Oxford's DP Mathematics resources please visit: https://global.oup.com/education/content/secondary/series/ib-mathematics-course-books

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IB DP Mathematics: FAQs on the 2019 syllabus (Part 3/3)

This is a great video on producing lessons for IB Math: IB DP Mathematics: Embed a concept-based approach:

IB DP Mathematics: Embed a concept-based approach

In this video Suzanne Doering, co-author of Oxford's IB Diploma Mathematics: applications and interpretation SL and HL Course Books, presents concrete strategies for developing students’ conceptual understanding and skills in the context of the new DP Mathematics courses. To explore and evaluate Oxford's DP Mathematics resources please visit: https://global.oup.com/education/content/secondary/series/ib-mathematics-course-books

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IB DP Mathematics: Embed a concept-based approach

A student that has that conceptual understanding should be able to answer these questions:

What makes for a lesson to have a great conceptual understanding? (content and skills: how to use technology, connect the context to a mathematical topic, …)

Using open ended questions is a great strategy since the early age, as it fosters inquiry techniques, modeling, investigation and honestly not being comfortable with the assessments you have in front of you (resilience). Students can ask whether they need more tools or information, and may search for some of that missing piece.